CTL7008: Special Education and Mental Health by Danielle Eagleson

1. IEPs are used to support students with exceptionalities

1.1. Exceptionalities are not limited to students with disabilities; students who are gifted also require an IEP

2. Experience in past practicum: while teaching as a TC in a Grade 12 math classroom, there was a female student that frequently missed class. However, she would come during lunch time and after school to speak with me in private about the content. I always planned extra material for her and consulted her IEP for support, however, the IEP was not detailed, nor were the Spec Ed staff aware of the circumstances that were causing her to be frequently absent. A more developed IEP would have helped me better support this student

3. Teacher Mental Health: as educators, it's important to be mindful of your own mental health, as well as your students

4. Students with Mental Illness

5. Many students have exceptionalities and mental illness that goes undiagnosed. This can hinder their development and relationship to peers, teachers and school in general

5.1. Identification and implementation of support systems are key to ensuring inclusion for all students

5.2. Inclusion in a school setting: students feel connected and supported in a school environment through student choice, voice, and equitable classroom/school practices. Students see themselves and their interests being represented and responded to in the school activities and curriculum. Adequate support is provided for all student needs

6. My Personal Experiences

6.1. My sister has recently been diagnosed with Severe Anxiety that has led to psychosis. Upon reflecting, I have realised that she showed symptoms of this prior to her recent terrible episode. If my family and I had been more observant, we may have been able to prevent these events from happening, and prevented her from getting so sick. Through this experience, I have realised how little I know about mental illness

6.2. Experience in past practicum: while teaching as a TC in a Grade 12 math classroom, there was a female student that frequently missed class. However, she would come during lunch time and after school to speak with me in private about the content. I always planned extra material for her and consulted her IEP for support, however, the IEP was not detailed, nor were the Spec Ed staff aware of the circumstances that were causing her to be frequently absent. A more developed IEP would have helped me better support this student